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Mapping the nature of science in the Italian physics curriculum: from missing links to opportunities for reform

International journal of science education, 2022-01, Vol.44 (1), p.115-135

2022

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Using formative assessment to promote argumentation in a university bilingual science course

International journal of science education, 2018-09, Vol.40 (13), p.1669-1695

2018

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The use of educational technology in inquiry-based elementary science education: a systematic review

International journal of science education, 2024-08, Vol.46 (12), p.1256-1279

2024

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Teenagers performing research on climate change education in a fully integrated design-based research setting

International journal of science education, 2024-07, Vol.46 (10), p.978-1000

2024

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The role of affect in science literacy for all

International journal of science education, 2022-03, Vol.44 (4), p.535-555

2022

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Core competences and scientific literacy: the recent reform of the school science curriculum in China

International journal of science education, 2018-10, Vol.40 (15), p.1913-1933

2018

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Podcasting as a powerful tool for the promotion of bilingual scientific argumentation in a formative assessment environment

International journal of science education, 2024-04, Vol.46 (6), p.548-569

2024

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How outdoor science education can help girls stay engaged with science

International journal of science education, 2021-05, Vol.43 (7), p.1090-1111

2021

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Fostering bilingual written scientific argumentation (BWSA) through collaborative learning (CL): evidence from a university bilingual science course

International journal of science education, 2021-01, Vol.43 (1), p.1-29

2021

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Implementing citizen science programmes in the context of university gardens to promote pre-service teachers' scientific literacy: a study case on soil

International journal of science education, 2022-07, Vol.44 (10), p.1619-1638

2022

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Toward citizenship science education: what students do to make the world a better place?

International journal of science education, 2016-01, Vol.38 (1), p.30-50

2016

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Preschool teachers' learning opportunities in their initial teacher education and in-service professional development - do they have an influence on preschool teachers' science-specific professional knowledge and motivation?

International journal of science education, 2020-03, Vol.42 (5), p.744-763

2020

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International comparisons of school-level geoscience education- the UNESCO/IGEO expert opinion survey

International journal of science education, 2021-01, Vol.43 (1), p.56-78

2021

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'Unthinkable' Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth

International journal of science education, 2015-07, Vol.37 (10), p.1524-1546

2015

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Inquiry-based science education: towards a pedagogical framework for primary school teachers

International journal of science education, 2016-02, Vol.38 (3), p.450-469

2016

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Using activity theory as an analytical lens to conceptualise a framework for fostering interdisciplinary science habits in postsecondary students

International journal of science education, 2022-12, Vol.44 (18), p.2685-2703

2022

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Integrating peer feedback and instructor feedback to support the construction of bilingual scientific argument maps

International journal of science education, 2022-10, Vol.44 (15), p.2283-2305

2022

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Complexities of care in a college microbiology laboratory

International journal of science education, 2023-11, Vol.45 (16), p.1321-1339

2023

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The effect of an informal science intervention on middle school girls' science affinities

International journal of science education, 2019-01, Vol.41 (1), p.102-122

2019

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Staging science with young people: bringing science closer to students through stand-up comedy

International journal of science education, 2020-08, Vol.42 (12), p.1968-1987

2020

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Informal science educators and children in a low-income community describe how children relate to out-of-school science education

International journal of science education, 2020-07, Vol.42 (10), p.1673-1696

Burke, Lydia E Carol-Ann

2020

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Analysing formal formative assessment activities in the context of inquiry at primary and upper secondary school in Switzerland

International journal of science education, 2021-02, Vol.43 (3), p.407-427

2021

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Developing museum-school partnerships: art-based exploration of science issues in a third space

International journal of science education, 2021, Vol.43 (17), p.2746-2768

2021

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Over reported and misunderstood? A study of teachers' reported enactment and knowledge of inquiry-based science teaching

International journal of science education, 2016-04, Vol.38 (6), p.934-959

2016

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What do science teachers think about developing scientific competences through context-based teaching? A case study

International journal of science education, 2017-05, Vol.39 (7), p.937-963

2017

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Mapping the nature of science in the Italian physics curriculum: from missing links to opportunities for reform

Using formative assessment to promote argumentation in a university bilingual science course

The use of educational technology in inquiry-based elementary science education: a systematic review

Teenagers performing research on climate change education in a fully integrated design-based research setting

The role of affect in science literacy for all

Core competences and scientific literacy: the recent reform of the school science curriculum in China

Podcasting as a powerful tool for the promotion of bilingual scientific argumentation in a formative assessment environment

How outdoor science education can help girls stay engaged with science

Fostering bilingual written scientific argumentation (BWSA) through collaborative learning (CL): evidence from a university bilingual science course

Implementing citizen science programmes in the context of university gardens to promote pre-service teachers' scientific literacy: a study case on soil

Toward citizenship science education: what students do to make the world a better place?

Preschool teachers' learning opportunities in their initial teacher education and in-service professional development - do they have an influence on preschool teachers' science-specific professional knowledge and motivation?

International comparisons of school-level geoscience education- the UNESCO/IGEO expert opinion survey

'Unthinkable' Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth

Inquiry-based science education: towards a pedagogical framework for primary school teachers

Using activity theory as an analytical lens to conceptualise a framework for fostering interdisciplinary science habits in postsecondary students

Integrating peer feedback and instructor feedback to support the construction of bilingual scientific argument maps

Complexities of care in a college microbiology laboratory

The effect of an informal science intervention on middle school girls' science affinities

Staging science with young people: bringing science closer to students through stand-up comedy

Informal science educators and children in a low-income community describe how children relate to out-of-school science education

Analysing formal formative assessment activities in the context of inquiry at primary and upper secondary school in Switzerland

Developing museum-school partnerships: art-based exploration of science issues in a third space

Over reported and misunderstood? A study of teachers' reported enactment and knowledge of inquiry-based science teaching

What do science teachers think about developing scientific competences through context-based teaching? A case study

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